This study examined the reliability and validity of scores on a fluency-based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ-III NU ACH) Reading Comprehension measures were administered to fourth-grade students. Results indicated a large difference between real time and recorded retell fluency scores for each passage. In addition, students' retell fluency scores had a low correlation with their reading comprehension scores. In light of these findings, practitioners may want to exercise caution in using fluency-based story-retell scores as a measure of reading comprehension.
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机译：这项研究在基于流利度的阅读理解量度上检验了分数的可靠性和有效性。运用了基本早期识字技能的动态指标（DIBELS;第6版修订）复述流利度（RTF），口语阅读流利度（DORF）和伍德考克约翰逊三世NU成就测验（WJ-III NU ACH）来实施阅读理解措施四年级的学生。结果表明，每个段落的实时和记录的口语流利度得分之间存在很大差异。此外，学生的复述流利度得分与阅读理解得分之间的相关性较低。鉴于这些发现，从业人员可能希望在使用基于流利性的故事复述得分作为阅读理解的衡量标准时保持谨慎。
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